University Social Responsibility

Artículo del 2008 escrito para la UNESCO que presenta la RSU en términos de innovación administrativa y académica de la universidad, más allá del clásico "compromiso social". La responsabilidad social es definida aquí como internalización de las externalidades universitarias, y empieza a ser entendida como responsabilidad sin autor, lo que anuncia mis investigaciones sobre los fundamentos éticos de una curiosa responsabilidad por impactos y ya no sólo por actos, que fue el corazón de mi tesis de doctorado.

Modelo de Gestión de la Responsabilidad Social Universitaria actualizado e innovador, tal como la Unión de RSU Latinoamericana (URSULA) lo promueve desde su red de 150 universidades latinoamericanas. Profundiza el Manual de primeros pasos RSU del 2009. Contiene los indicadores de medición de Responsabilidad Social Universitaria así como instrumentos de autodiagnóstico interno.

Nuevo modelo de gestión de la Responsabilidad Social Universitaria, innovador y fruto de la Unión de RSU Latinoamericana, que agrupa a más de 150 universidades latinoamericanas. Contiene marco teórico, marco práctico, estrategias e indicadores de medición. Actualiza además el Manual de primeros pasos RSU del 2009

Según la mitología romana, el dios Jano tiene dos caras que miran en sentidos opuestos. La Responsabilidad Social Empresarial, Corporativa o Institucional (RSE) es un concepto que, en ocasiones, también posee un rostro jánico. En efecto, puede presentarse como una estrategia de negocios para obtener beneficios materiales, donde las preocupaciones por el medio ambiente, el clima laboral o la comunidad son instrumentales al rédito económico. Pero también es posible que los programas de responsabilidad social nazcan de un genuino interés por establecer un desarrollo sustentable de la organización, de la comunidad local y del mundo.
¿Es posible distinguir entre un rostro y otro? No es una tarea sencilla, porque los productos y las prácticas concretas pueden ser semejantes. Pero al final de cuentas, la diferencia central está en las personas y en sus intenciones, en el trasfondo de significados, creencias y valores de los sujetos que llevan adelante las empresas. Bajo las normas y los estándares, sólo existen personas que se vinculan poniendo en juego su identidad y su carácter, es decir, su profunda estructura ética.
Los procesos educativos tienen una importancia central en el desarrollo de la estructura ética de las personas. Los contenidos teóricos, los valores, las virtudes y el clima institucional que distingue a cada centro de formación, son una clave hermenéutica para entender las acciones y las decisiones de los futuros profesionales. Por lo tanto, la responsabilidad social de las escuelas, colegios y universidades no sólo tiene sentido para el contexto en el que se desarrolla, sino que además es una siembra para un futuro más o menos inmediato.
La futura RSE se construye desde los procesos educativos presentes y una formación integral puede generar buenas prácticas corporativas a mediano y largo plazo. Por lo tanto, es ineludible pensar y debatir rigurosamente sobre la Responsabilidad Social de la Educación Secundaria (RSES) como una parte central de un continuo formativo.

Modelo de gestión de la responsabilidad social universitaria actualizado e innovador tal como lo implementa la Unión de Responsabilidad Social Universitaria (URSULA) que agrupa a más de 150 universidades latinoamericanas. Contiene marco teórico, práctico, estrategias de gestión e indicadores validados para el autodiagnóstico institucional. Actualiza además los instrumentos del Manual de primeros pasos RSU del 2009.

Sacsamarca fue una de las comunidades campesinas ayacuchanas impactadas por el conflicto armado interno peruano. La Pontificia Universidad Católica del Perú en el año 2013 firmó un convenio de cooperación con dicha comunidad, como parte de su labor de responsabilidad social universitaria. Así nacieron los talleres Warmikunawan para fortalecer el vínculo de confianza entre las mujeres sacsamarquinas y el autorreconocimiento de sus habilidades, a través de la creación de productos artesanos. Dichos talleres fueron facilitados bajo una metodología participativa por un equipo de voluntariado de la universidad, con el acompañamiento de su Dirección Académica de Responsabilidad Social. En ese sentido, el artículo presenta cómo el
arte posibilita el tránsito hacia la acción colectiva y cómo Warmikunawan fortaleció sentidos de cuidado, pertenencia, agencias y procesos participativos.

El artículo apunta a la consolidación del marco teórico de la Responsabilidad Social Universitaria (RSU) en base al análisis conceptual de las diez falacias más comunes sobre el significado de esta corriente universitaria, desde el contexto latinoamericano. Esto permite precisar los avances conceptuales logrados desde el inicio del siglo XXI en cuanto a la triple dimensión de los principios éticos que gobiernan la RSU, la meta de transformación social que la anima, y la política de gestión transversal que la concreta, sin caer en los reduccionismos de todo cuño que la confunden con un mero compromiso declarativo, una serie de buenas prácticas desde la sola extensión, una ideología empresarial, una estrategia de gestión instrumental sin trascendencia, o una autocomplacencia de las autoridades universitarias. Las aclaraciones críticas aportan además al debate sobre la pertinencia de los premios de RSU que florecen actualmente, en contraposición con los marcos jurídicos que empiezan a obligar la educación superior a la responsabilidad social. Se concluye que los notables avances de la RSU en América Latina nos exigen seriedad en su definición.

Contributo presentato al VI Congresso CUCS (Coordinamento Universitario per la Cooperazione allo Sviluppo) tenutosi a Trento dal 19 al 21 settembre 2019, durante la sessione parallela "Practices for engaging students in international development cooperation activities". Il lavoro presenta l’esperienza didattica realizzata, a partire dall’anno accademico 2015/2016, all’interno dell’insegnamento “Pedagogia Sociale dello Sviluppo Umano e Cooperazione Internazionale”, del corso di studi magistrale LM-57/85 in Scienze dell’Educazione degli Adulti, della Formazione Continua e Scienze Pedagogiche dell’Università di Firenze.

Purpose  To review and understand the importance of a well-known
movement among universities in Hispanic America called “university
social responsibility” (USR). USR places responsible and sustainable
practices in the bottom line of everyday university management processes
(e.g., campus operations, teaching, research, and community outreach).
Methodology/approach  Through a selection of relevant literature in
USR, the concept, origins, importance, and implementation of USR
practices are discussed in three sections (corporate social responsibility,
the importance of USR, and planning, developing, and evaluating USR).
Findings  Results indicate the relevance of the practice of USR in
Hispanic America because it points out specific impacts and core areas that other definitions (e.g., CSR) have not considered. Practical cases
from different Hispanic universities are shown as examples of the prac-
tice of USR.
Research limitations  This chapter does not present a complete list of
all authors that have studied USR. However, it fulfills to introduce,
review, and grasp the practice of USR.
Practical implications  It serves as a guide to all members of the university community (e.g., administrators, professors, students, researchers, and local communities) to understand the role of universities in achieving sustainable development.
Originality/value of chapter  USR is an emergent approach that pro-
motes responsible everyday management. This chapter is a starting point for new reflections, theories, and discussions regarding USR around the world. It also engages in further studies regarding USR in other developing regions like Africa, Asia, or Eastern Europe.
Keywords: University social responsibility; Hispanic America; globalization; developing countries

Social responsibility has emerged tremendously as an important field of study in the past decades. Institutions today have realised the significance of being ethical in their operations in order to attract various stakeholders, especially the customers. However, majority of the past studies on social responsibility mainly focus on big corporations, while the influence of social responsibility practices in university remains understudied. The purpose of this study was to examine the predicting factors of University Social Responsibility (USR) practices and reputation from the students' viewpoint on one of the private higher educational institutions in Malaysia. A survey method was employed using multistage sampling. Questionnaires were distributed and generating 400 valid responses. The data were then analysed using Pearson-Product Moment Correlation and Multiple Regression test (enter method) through the Statistical Package for the Social Sciences (SPSS) version 25.0. Based on the findings, all the seven USR dimension, namely operational responsibility, stakeholder's (student) responsibility, university-firm relationship, legal responsibility, environmental values, philanthropy responsibility, and community engagement yielded positive and moderate relationships with reputation. In addition, multiple regression analysis showed that operational responsibility, university-firm relationship, philanthropy responsibility, and community engagement were the significant predicting factors that can enhance reputation in the current context. Conclusion, limitations of the study, implications of the findings, and suggestions for future study are also discussed.

Este trabajo presenta una revisión de la literatura publicada en el terrero del Proceso Estratégico. En primer lugar se analizan algunas definiciones de estrategia y de proceso, desde su concepción en la década de los años 70´s a la fecha. Se revisan los principales modelos de proceso estratégico como el de Fred Davis, Kaplan y Norton y el Modelo secuencial propuesto de D´Alessio. El modelo secuencial del proceso estratégico de D´Alessio define una serie de etapas, que pasan desde el análisis de la situación actual, establecimiento de la misión, visión y objetivos de la organización, la implementación del proceso a través de la definición de la estructura organizacional, políticas, recursos, medio ambiente, responsabilidad social, y el análisis  de los objetivos planteados, haciendo un análisis de competitividad; todo ello permitirá que organizaciones de cualquier tipo puedan definir el rumbo de sus acciones y decisiones.

The Guidelines for Universities Engaging in Social Responsibility are the final output of the Erasmus+ UNIBILITY project. The Guidelines are designed to offer an accessible set of recommendations and examples of good practice for universities as they respond to their changing social role in a variety of contexts.

The Guidelines are aimed primarily at a university readership: management; research, teaching and administrative staff; and students. They are also designed to be accessible to relevant policy makers and community partners.

The Guidelines were written by the UNIBILITY partners and edited by Mark Wallace (Dublin City University) and Katharina Resch (University of Vienna). Full authorial details can be found in the document.

This chapter guides the reader to an understanding of social responsibility in educational settings, namely on school/university social responsibility (USR). The phenomenon of social responsibility in these settings is nuanced when encountering stakeholders, either external or internal. This chapter conceptualizes school/USR and describes related stakeholders and their management strategies. In addition to this, the chapter discusses eight transition lines of stakeholders developed on the expectations of stakeholders, the degree and the format of engagement and impacts on society and institutions: pupil–student; teachers-academics; parents; alumni; future employers; business sector; funding providers; and society at large. It concludes that a managerial pattern while implementing social responsibility by involving stakeholders differs by educational setting. This is to say that school social responsibility is rather carried out through process, whereas USR concerns both process and outputs. This distinction results in introducing the definition of school/USR as a commitment toward performance based on ethical and other conventional principles that are respectively substantiated in the mission, values and related activities in the interplay with all possible stakeholders in order to create social value foremost.

Mi Prefacio al libro "La responsabilidad social en las universidades mexicanas" Coord. Salvador García Espinoza, Fabiola García Rangel (U Michoacana San Nicolás Hidalgo), 2014, México. Propongo aquí la diferencia entre RSU dieta, RSU light y RSU hard, como medida de los diversos enfoques de RSU que se expresan en el mundo: muy cómodos, un poco exigentes o realmente retadores hacia la transformación de la educación superior.

Abstract
Purpose
The purpose of this study is to investigate conceptually and empirically the direct and indirect relationships between university social responsibility (USR), university social innovation strategy (USIS) in terms of social awareness (SA), intention for social innovation (ISI), organisational structure for social innovation (SSI) and innovativeness in social value creation (ISVC) and gaining a sustainable competitive advantage (SCA) at quality-accredited faculties of an emerging market.

Design/methodology/approach
A conceptual model was presented and a mixed-methods approach was exploited to fill a research gap detected in strategic corporate social innovation literature. The authors formed a data collection team that contacted all the quality-accredited public and private/international faculties, of which 109 faculties in 11 Egyptian governorates responded and their quality units filled questionnaires that were analysed by structural equation modelling. For comprehensive understanding, qualitative interviews were set to gather data from managers/leaders and teaching staff working at those faculties in quality management and community engagement practices as well as students.

Findings
Results demonstrated that USR positively and significantly influenced SCA and USIS. Further, USIS (in terms of ISI, SSI and ISVC) positively and significantly influenced SCA. However, USIS (in terms of SA) had a positive yet insignificant influence on SCA. Indirectly, USIS was found to be partially mediating USR–SCA relationship.

Practical implications
University leaders/staff can gain insights on how to adopt differentiation strategies, which enable their institutions to shift from being just socially responsible to becoming socially innovative by presenting solutions to social, economic, cultural, environmental and health-care problems/challenges within their communities in general and during pandemics. This can be sustained through developing innovative quality-based processes/programmes/services related to education, research and community outreach that better serve social needs to be quality-accredited and unique over their rivals.

Social implications
Satisfying social needs through promoting innovative processes/services can reinforce a favourable social change.

Originality/value
From a cross-disciplinary perspective, the authors interwove conceptually sparse literature of strategic, operations, knowledge capacity and innovation management that studied university social innovation research area. Also, to the best of the authors’ knowledge, this is the first research that examined empirically USR–USIS–SCA relationships of quality-accredited faculties in an emerging economy during Covid-19 pandemic.

Human mobility, the host countries welcoming systems, the migration drivers, the dynamics and characteristics of migratory flows (routes, strategies and migration types) represent a wide field where University and research can play a fundamental role in the University Social Responsibility (USR) perspective carried out, as cultural institution. The contribution of scientific research in international contexts, analyzing the migratory phenomena, is fundamental for its comprehension and for the inclusion of deep social impact and evidence based actions. The target of this essay, originated from the participation to the international conference “Irregular Migration from West Africa to Europe: What Challenges for ECOWAS Countries” held in Ivory Coast on March 2019 by the National Commission for UNESCO, is to think and to pool different disciplinary and geographic points of view, that are also complementary and useful for the creation of a shared knowledge heritage within transnational networks and synergies. The paper faces the topic of USR on the international field, through an Italy-Mali bridge favoring a dialogue between the European and the African perspectives.

Resumen consonancia con los cambios y necesidades sociales, agravadas por la actual crisis económica. En este (RSU). Se parte de un acercamiento teórico del concepto y en un segundo apartado se muestran los resultados de una investigación que fue parte de tesis doctoral. El estudio de casos realizado, analizó la correlación que existía entre la asistencia obligatoria a clase y entrega de trabajos, y el rendimiento académico de los estudiantes. Posteriormente, se relaciona este estudio con los principios que propone la RSU, ya que se puede estar cayendo en una incoherencia e injusticia social, al imponer la asistencia a clase como factor indispensable para ser evaluado. Se propone el análisis institucional y una metodología mixta como posibilidad para escuchar las voces de los stakeholders. responsabilidad social universitaria, análisis institucional, crisis social, stakeholders, asistencia obligatoria.

This chapter discusses the dimensions and characteristics of social entrepreneurship in universities and its role in developing sustainable communities. It argues that by building on social responsibility practices and creating an identity of a society-oriented university, one which is driven by a social mission and humanistic values and a sense of moral commitment to its communities, higher education institutions are more likely to succeed on the global market characterized by an increasing competition and a high degree of internationalization. Therefore, by understanding the driving forces which determine the social entrepreneurial behavior of the academic community, universities will be more successful in driving social transformation and achieving innovation. While the view of social entrepreneurship in university put forward in this chapter is far from complete, we see it as an important first step to enhance our theoretical understanding of the phenomenon and facilitate future research.

The COVID-19 pandemic has greatly affected, even briefly suspended, university social engagement activities at De La Salle University. With off-campus visits prohibited and mass gatherings banned, previous arrangements that emphasized immersion and frequent in-person collaboration were no longer possible. Leaders and coordinators from the school's social engagement office had to quickly calibrate operations to ensure continued support for community partners while maintaining relevant social formation programs for its students.

This study was conducted to identify new ways of implementing and managing university social engagement amidst the pandemic. An action research was done to develop a 'New Normal' Social Engagement Plan for the school.

An online survey was administered to gauge how the Principles of Lasallian Social Development were being applied during the pandemic.

The Lasallian Reflection Framework was used to facilitate a focused-group-discussion (FGD) attended by student, faculty, administration, and community representatives who identified items to start, stop and continue in social engagement.

Resumen: El artículo analiza si la experiencia universitaria incidiría en una mayor disposición de las y los estudiantes para comprometerse con la protección de las libertades y la convivencia pública entre subjetividades diversas, aspectos claves para la convivencia democrática. Recoge la apuesta del enfoque de Responsabilidad Social Universitaria por interpelar a la universidad como institución social que aporte a la formación de ciudadanos críticos, empáticos y comprometidos. Lo desarrollado es producto del recojo de información (tanto cuantitativo, como cualitativo) sobre la experiencia en un curso de una universidad peruana y del análisis de sus estrategias de aprendizaje, orientadas a fomentar que los y las estudiantes se involucren activamente en el diseño e implementación de propuestas de reflexión-acción sobre una problemática social particular. Los resultados evidencian que el curso tendría un efecto positivo y significativo en el aumento de la disposición de las y los estudiantes para reconocer la importancia de participar públicamente en favor de la protección de derechos de minorías sociales. En esa línea, se busca aportar en la discusión sobre el carácter distintivo de la responsabilidad social en los ámbitos universitarios, particularmente con respecto al fortalecimiento de una ética pública democrática.

Summary: This article analyzes whether the university experience would influence a greater disposition of the students to commit to the protection of freedoms and public coexistence among diverse subjectivities, fundamental aspects of democratic coexistence. It connects the commitment of the University Social Responsibility approach to challenge the university as a social institution that contributes to the formation of critical, empathic and committed citizens. What is presented is the product of the collection of information (both quantitative and qualitative) about the experience of a subject in a Peruvian university and the analysis of its learning strategies aimed at encouraging students to be actively involved in the design and implementation of reflectionaction proposals on a particular social problem. The results show that the experience in the subject would have a positive and significant effect on increasing the willingness of students to recognize the importance of participating publicly in favor of the protection of the rights of social minorities. Therefore we look to contribute in the discussion about the distinctive character of social responsibility in university settings, particularly with
regard to strengthening a democratic public ethic.

El artículo apunta a la consolidación del marco teórico de la Responsabilidad Social Universitaria (RSU) en base al análisis conceptual de las diez falacias más comunes sobre el significado de esta corriente universitaria, desde el contexto latinoamericano. Esto permite precisar los avances conceptuales logrados desde el inicio del siglo XXI en cuanto a la triple dimensión de los principios éticos que gobiernan la RSU, la meta de transformación social que la anima, y la política de gestión transversal que la concreta, sin caer en los reduccionismos de todo cuño que la confunden con un mero compromiso declarativo, una serie de buenas prácticas desde la sola extensión, una ideología empresarial, una estrategia de gestión instrumental sin trascendencia, o una autocomplacencia de las autoridades universitarias. Las aclaraciones críticas aportan además al debate sobre la pertinencia de los premios de RSU que florecen actualmente, en contraposición con los marcos jurídicos que empiezan a ...

Green Information and Communications Technology (Green ICT) is resource management process involved in policies, awareness, selection, elimination, efficient reuse of hardware and software for environmentally friendly practices. ICT is also tools for providing encouragement and support for organizations and education institutions to engage in corporate responsibility society (CSR) activities in response to society's needs, communication, serving society, promoting equality opportunity in access to higher education and reducing economic inequality. Therefore, this paper is to present the basic concept of Green ICT, key success factors in designing instructional courses which focus on USR for education institutions and two methods of selection are: selection of environmentally friendly products and selection of Green ICT for curriculum and instruction management in higher education institutions.

This paper presents some results from a research study aimed to analyze the perceptions of two student samples from Uruguay and Spain regarding the inclusion of corporate social responsibility (CSR) contents within formal university academic programs. In doing that, a stakeholder perspective is assumed.
A survey study was carried out in a public university in each country. The students recruited were asked to report their perceived and desired education regarding 17 indicators of firms’ responsibilities towards their stakeholders. Descriptive analyses and two multivariate analyses of variance were conducted with the data collected. Findings support the general idea that, independently of the country of residence, university students detect important shortages in the CSR education received, especially regarding the internal dimension of responsibility towards the employees and the external involvement in local, environmental and social problems. Further research is needed in order to replicate these findings in different cultural and educational contexts, in order to refine the measures and prove their generalizing value. The results obtained point to the convenience of incorporating further transversal education on CSR, in order to provide students with a more complete vision of both internal and external dimensions of firms’ social responsibilities according to their future work demands. The paper suggests the influence of higher education on the prevalent concept of CSR hold by university students in Uruguay and Spain, and identify some tips to make public universities more aware of the real necessity of updating academic programs according to society’s requirements at any moment.

As the 21st century is developing into Society 5.0, higher education needs to cater for its specific needs. Third mission can be the basis and framework for this on the local-regional level. My paper explores the third mission activities of the University of Dunaújváros in recent years focusing on three main areas: cooperation with the local government for realizing urban developmental strategies; educational activities directed towards the local community for the dissemination of scientific knowledge; and social responsibility as an underlying thread of the UoD student career path.  In my overview I intend to answer such questions as: What is the connection between the third mission and Society 5.0? What third mission initiatives have been there to promote the transition to that vision of future society? What challenges has the university faced so far and how could they be overcome for achievements to be sustainable?
Keywords:
Society 5.0, third mission, university, knowledge diffusion, social responsibility

Educational innovation may stem from looking at everyday institutional practice from a different perspective and discover hidden possibilities for development. In this case, the third mission practice of a regional university was examined from the perspective of the participating students to discover what added values, educational or other, they have gained by contributing to its realization. Also, the wide variety of third mission activities may be considered as extra-curricular activities, which not only strengthen social integration and institutional commitment (Astin, 1993; Balyer & Gunduz, 2012; Fenyves et al., 2017; Pusztai, 2011; Tinto, 1993, 2004, 2017), but may also result in various cognitive, social and affective learning outcomes, which all increase satisfaction and may promote student retention (Duque, 2014). What do the students’ experiences reveal? How can the university utilize these insights for educational innovation?

The role of universities in regional development is reflected upon in the present paper, through the analysis of a particular case: the development of eco-tourism in the Tungurahua province, in Ecuador, through the Prometeo program of the Secretaría de Educación Superior, Ciencia Tecnología e Innovación (Secretariat of Higher Learning, Science, Technology and Innovation) with the Universidad Técnica de Ambato (Technical University of Ambato). The concept of university social responsibility is introduced in the implementation of participatory  action  research,  in  which  the  process  of  analyzing  and  proposing  actions  to  develop,  derive 
from dialogue and agreements between academic actors, and both public and private sectors. Conclusions suggest that developing eco-tourism, as a need identified for a shift in the productive matrix, requires a university to work, from its interaction with interest groups, as a catalyst of the interests of the different parties involved, and to prioritize participatory work, so that a comprehensive approach may be guaranteed in an interdisciplinary field such as tourism

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El rol de la universidad en el desarrollo regional es objeto de reflexión en este artículo mediante el análisis de un caso concreto: el desarrollo del ecoturismo en la provincia de Tungurahua, en Ecuador, por medio del programa Prometeo de la Secretaría de Educación Superior, Ciencia Tecnología e Innovación con la Universidad Técnica de Ambato. La responsabilidad social universitaria como concepto se presenta mediante la articulación de la metodología de investigación acción participativa, en la cual el proceso de análisis y propuesta de acciones a desarrollar son producto del diálogo y acuerdos entre actores de la academia y los sectores público y privado. Las conclusiones apuntan a que el desarrollo del ecoturismo, como necesidad
identificada en el cambio de matriz productiva, requiere de una universidad que desde la interacción con grupos de interés sea catalizadora de los intereses de las diferentes partes y anteponga el trabajo participativo que garantice una visión conjunta en un área interdisciplinar como el turismo.

Methodological output of a Sociology PhD thesis developed at CIES/ISCTE-­‐IUL (since March/14); shows how AAI (Active Ageing Index) dimensions can contribute for new perspectives of ageing studies. Project focuses on the role of the University as an agent of local development and generator of community integration dynamics.

Анотація. Мета дослідження полягає у оцінці можливостей впливу університетів на збалансований регіональний розвиток, а також у розробці рекомендацій щодо використання ефективних інструментів впливу. Дані для оцінки зібрані за допомогою онлайн-опитування 136 респондентів з різних регіонів України. Результати застосування дескриптивної статистики свідчать, що з ймовірністю 0,99 університети здатні підвищити існуючий рівень впливу на розвиток регіону з рівня 4,13 до рівня 6,89. При цьому, важливими є незначні помилки репрезентативності (0,006). Для розробки рекомендацій щодо використання ефективних інструментів впливу було використано метод кейсів: проведено компаративний аналіз досвіду українських університетів у сфері сприяння збалансованому розвитку регіонів.
Ключові слова: університет, збалансований розвиток, регіональний розвиток, соціальна відповідальність університетів, інструменти впливу
Abstract. The purpose of the study is to assess the impact of universities on sustainable regional development, as well as to develop recommendations for the use of effective impact tools. The data for the evaluation are collected through an online survey of 136 respondents from different regions of Ukraine. The results of descriptive statistics show that, with a probability of 0.99, universities are able to increase the existing level of influence on the development of the region from 4.13 to 6.89. At the same time, it is important that representativeness errors are insignificant (0.006). To develop recommendations on the use of effective tools of influence, the author used a case study and conducted a comparative analysis of the experience of Ukrainian universities in promoting sustainable regional development.
Keywords: university, sustainable development, regional development, social responsibility of universities, impact tools.

The first campus sustainability reporting that followed the Global Report Initiative (GRI) standard applied world wide for the corporate social responsibility. The format adopted by the University as part of the University Social Responsibility. The report highlight the UTM achievement in reduce the carbon emissions from various campus sustainability initiatives which covers teaching and learning, research development and campus operation as well as the institutional linkages established.

Cited as :
Azlan Abdul Rahman & Irina Safitri Zen. 2015. TOWARDS LOW CARBON CAMPUS: SUSTAINABILITY REPORT 2013. Office of Deputy Vice -Chancellor (Development), UTM. ISBN 978-967-0194-43-1. 74pages.

En este prólogo al libro "Estado actual de la RS en la Universidad de Antioquia: una mirada desde sus actores sociales" (Editores: J. Duarte, C. Gálvez, L. Ríos) Medellín, 2012, explico 3 trastornos que la RSU implica en el pensamiento rutinario de la universidad: 1) la RSU no es Extensión, es política para toda la universidad; 2) la RSU no es compromiso ético unilateral, es respuesta a deberes sociales y ambientales mediante el tratamiento de los propios impactos negativos de la U; 3) la RSU no es cómoda, obliga a repensar la legitimidad social de la ciencia y la universidad. Se afirma que la RSU empieza cuando entendemos que la U forma parte del problema social antes que de la solución. Sin esta puesta en tela de juicio de la universidad y la ciencia, seguirá la soberbia académica y toda RSU será fairwashing de catedráticos.